Adapted Digital Technologies: Foundation – Level 6 Document                                                                                                                                                                                      @ccoffa

Digital Technologies  - Curriculum Support

Links and comments are curated from a variety of sources including the following    (Images are hyperlinks) :

Glossary

AC Glossary 

 EXEMPLARS from AusCurriculum

Content descriptors from VIC Curriculum           

                                                                    http://csermoocs.adelaide.edu.au/  

Foundation – Level 2

Levels 3 and 4

Levels 5 and 6

Digital Systems

Digital Systems

Digital Systems

Focuses on the hardware, software and network components of digital systems. Students initially learn about a range of hardware and software, and progress to an understanding of how data are transmitted between components within a system, and how the hardware and software interact to form networks.

Identify and explore digital systems (hardware and software components) for a purpose (input/output, cloud) 

ABCYa Game

(VCDTDS013)

Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data

Inside a Desktop computer

(VCDTDS019)   

Examine the main components of common digital systems, and how such digital systems may connect together to form networks to transmit data.

Eg. What is the Internet? 

Inside your computer Bettina

How does a touch screen work?

What is a computer network?

Nifty Networks

(VCDTDS026) 

Work sample - Satisfactory Level 2 - Systems

(as simple as writing a word doc and printing it)

Work Sample - Satisfactory Level 4 - Systems

Work Sample - Satisfactory Level 6 - Systems

Data and Information

Data and Information

Data and Information

Focuses on the properties of data, how they are collected and represented, and how they are interpreted in context to produce information. Students learn how data are represented and structured symbolically for use by digital systems, as well as techniques for collecting, managing and organising data that is used to solve problems and create and communicate ideas and information.  CSER Video on Data  and types of Data

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams 

egs:  Lego graph , code - letters for symbols 

(VCDTDI014)

Recognise different types of data and explore how the same data can be represented in different ways (Binary)

Pixel Art

 (VCDTDI020) 

Examine how whole numbers are used as the basis for representing all types of data in digital systems

 (VCDTDI027) 

Collect, explore and sort data, and use digital systems to present the data creatively

(VCDTDI015)

Collect, access and present different types of data using simple software to create information and solve problems

(VCDTDI021)

Acquire, store and validate different types of data and use a range of software to interpret and visualise data to create information

QR Codes

 (VCDTDI028) 

Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments  eg blogs

(VCDTDI016)

Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols

 (VCDTDI022)     

Plan, create and communicate ideas, information and online collaborative projects, applying agreed ethical, social and technical protocols

(VCDTDI029)

Creating Digital Solutions

Creating Digital Solutions

Creating Digital Solutions

Explores the interrelated processes and associated skills by which students create digital solutions. Students engage in the four processes of analysing, designing, developing and evaluating. Creating Digital Solutions requires skills in using digital systems and computational, design and systems thinking, and interacting safely by using appropriate technical and social protocols.

Follow, describe and represent a sequence of steps and decisions (algorithms) eg BeeBots needed to solve simple problems  and another 
Scratch Jnr example

(VCDTCD017)

Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them   E.g. My robotic friend, Graph paper programming

If/The/Else Unplugged

(VCDTCD023) 

Define problems in terms of data and functional requirements, drawing on previously solved problems to identify similarities

(VCDTCD030)

Design a user interface for a digital system, generating and considering alternative design ideas

 (VCDTCD031)

Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration (art and Scratch)

Flowchart

Jam Sandwich (debugging)

What’s an algorithm?

 (VCDTCD032)

Develop simple solutions as visual programs

RoboBoogie

(VCDTCD024) 

Develop digital solutions as simple visual programs

(VCDTCD033) 

Explore how people safely use common information systems to meet information, communication and recreation needs

(VCDTCD018)


Explain how student-developed solutions and existing information systems meet common personal, school or community needs

(VCDTCD025) 

Explain how student-developed solutions and existing information systems meet current and future community and sustainability needs

 (VCDTCD034) 

Achievement Standards

By the end of Level 2, students identify how common digital systems are used to meet specific purposes.

Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.

Students design solutions to simple problems using a sequence of steps and decisions. They create and organise ideas and information using information systems and share these in safe online environments.

Samples

By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes.

Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital solutions. They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols.

Students define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. They explain how their developed solutions and existing information systems meet their purposes. (SEE BELOW EXAMPLE

By the end of Level 6, students explain the functions of digital system components and how digital systems are connected to form networks that transmit data.

Students explain how digital systems use whole numbers as a basis for representing a variety of data types. They manage the creation and communication of ideas, information and digital projects collaboratively using validated data and agreed protocols.

Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions, including a visual program. Students explain how information systems and their developed solutions meet current and future needs taking sustainability into account.

Binary

Algorithm ideas

Learning sequence from Hub

Teaching kids Binary

Introduction to Binary 

Year 5

CSUnplugged http://csunplugged.org/binary-numbers/ 

Khan Academy Video Number systems and Binary

Definition : Algorithm with examples at all stages

Code.org ideas on Algorithms

Graph Paper Programming - Code.org

CSER PINTEREST BOARD https://au.pinterest.com/edresearch/algorithms/ 

Curriculum should be introduced through Project based learning (Preferred futures overlaying the entire curriculum)

DigiTech Word Wall 

Maker Resources DET

Intro to Coding - Computational Thinking  - Dr Rebecca Vivian - Webinar